Low Socioeconomic Elementary School Research Articles

Self-perceptions and Engagement in Low-Socioeconomic Elementary School Students: The Moderating Effects of Immigration Status and Anxiety

According to Connell and Wellborn’s Self-System Model of Motivational Development (SSMMD; Self processes and development, Lawrence Erlbaum Associates, Hillsdale, pp 43–77, 1991), school engagement is fostered by students’ perception that their needs for competence, autonomy, and relatedness are fulfilled. The universal claim of this model has rarely been tested across groups of students with diverse immigration backgrounds, socioeconomic status, or emotional problems such as anxiety. To fill this gap, we conducted a longitudinal study to examine the associations between, on the one hand, student self-perceptions of competence in mathematics, of autonomy and of relatedness, and on the other hand, their behavioral, affective, and cognitive engagement. We further tested whether immigration status and anxiety moderated these associations. The study involved 170 elementary school students from disadvantaged multiethnic schools. Results demonstrated that high relatedness was associated with affective engagement in all students. Furthermore, the links between students’ engagement and their self-perceptions of autonomy and competence in mathematics varied according to their immigration status and anxiety level. For instance, most of the results showed that immigrant students presenting a high level of anxiety reported being more engaged than other students when they felt autonomous. Finally, the results showed that self-perceptions were not associated with all dimensions of school engagement in all students. These findings challenge the universality of the SSMMD and provide new evidence supporting the necessity of adapting interventions to fulfill psychological needs and promote engagement among vulnerable students.

A Multi-Constituent Pilot Study Improves Health Behaviors in Underserved Elementary Students

Few successful strategies address lifestyle and behavior change towards food and exercise among underserved children. Children spend the majority of their day in a school setting, providing an optimal environment to target behavior change with limited resources. This school-based pilot study was a collaborative effort among professionals from a state university, a county department of health, a county school system, and a nearby regional public hospital to improve knowledge, intentions, and self-efficacy about nutrition and physical activity among underserved children. Thirty-three, fifth grade students were recruited from a low socioeconomic elementary school (Mean = 10.55 ± 0.56 years). Students were randomly assigned to a treatment (n = 19), or control group (n = 14) for 8 weeks. Once per week, the treatment group received 30 min of nutritional advice, and completed 30 min of functional exercises. Anthropometric and body composition assessments were made, and eating and physical activity behaviors were recorded using the CATCH Kids Club After-School Student Questionnaire at baseline, and at the end of week 8. A 2-way repeated-measure analysis of variance and paired-t tests with Bonferroni adjustments were used to analyze any differences. Physical activity, intentions, and knowledge for a healthy nutrition behavior increased significantly in the treatment group. However, causal inferences could not be made at this time. This public sector partnership demonstrated that a simple school-based intervention can play a role in healthy choices among underserved children.

Technology, instructional methods, and the systemic messiness of innovation: improving reading fluency for low socio-economic elementary school students

Technology, instructional methods, and the systemic messiness of innovation: improving reading fluency for low socio-economic elementary school students

Evaluation of a classroom movement integration training delivered in a low socioeconomic school district

Movement integration (MI), which involves infusing physical activity (PA) into general education classrooms, is an evidence-based strategy within whole-of-school approaches for helping children meet the national PA guideline of at least 60 min per day. This study evaluated an MI training delivered in a low socioeconomic elementary school that had recently invested in three movement facilitative classrooms (a kinesthetic classroom and two activity labs). We investigated (a) the training’s fidelity in meeting recommended best practices for professional development and (b) school professionals’ perspectives of the training. Eight school professionals participated in the study, including five classroom teachers, two activity lab supervisors, and the principal. The researchers used a video of the training to rate the fidelity of the training to best practice recommendations. Interviews, field notes, and informal conversations with participants were qualitatively analyzed for themes. The training received a total fidelity score of 42%. Qualitative findings highlighted participants’ varied perspectives of the training’s purpose, challenges associated with the training and future recommendations for MI trainings. For MI trainings to be a valuable asset in increasing teachers’ value and effective implementation of MI, trainings need to be designed to be in line with best practice recommendations and teachers’ perceived needs.

Effects of family nutrition and physical activity screening for obesity risk in school-age children.

An obesogenic home environment is a major contributor to overeating and sedentariness in school-aged children, as children have less autonomy during this phase of development and are influenced by family environmental cues. The purpose of this study was to implement a screening tool at a low socioeconomic elementary school clinic to identify children at risk of developing obesity and provide standardization for practitioners on educating parents regarding child obesity risk factors. An evidence-based practice design utilizing the Family Nutrition and Physical Activity (FNPA) tool was completed at all visits of patients ages 4 to 11. Parents completed the 20-item screening tool related to 10 factors (family meal patterns, family eating habits, food choices, beverage choices, restriction/reward, screen time behavior and monitoring, healthy environment, family activity involvement, child activity involvement, family routine). The nurse practitioner (NP) provided parents with education regarding healthy home practices based on American Academy of Pediatrics (AAP) recommendations. Level of obesity risk (low, moderate, and high) was determined based on the FNPA score and body mass index (BMI) of the patient. Patients identified as at-risk were scheduled for a 2-month follow-up and rescreened to determine if lifestyle modifications were made. Twenty-seven children were screened using the FNPA tool, with an initial mean FNPA score of 64. Ninety-three percent were classified as a moderate or high risk for obesity (BMI percentile 85th or greater and/or moderate-high risk FNPA scores). Seven percent had a healthy BMI and low-risk FNPA scores and did not require follow-up intervention. Sixty-seven percent of patients scores improved at follow-up, with an average FNPA score of 70. Effect size stratified by risk category was low-risk score 0.07 and moderate-risk score 1.49 with a standard deviation of 5.36. Implementation of the FNPA tool at a school-based clinic is a feasible opportunity to identify children at risk for obesity and allows for anticipatory guidance by the NP to increase awareness of parental influence as role models for healthy lifestyle behaviors.

Need-supportive teaching practices and student-perceived need fulfillment in low socioeconomic status elementary schools: The moderating effect of anxiety and academic achievement

Connell and Wellborn's Self-System Model of Motivational Development (SSMMD; 1991) posits that structure, autonomy support, and involvement from teachers influence their students' perceptions of competence, autonomy, and relatedness. However, this model has rarely been tested in low socioeconomic elementary school students presenting academic and psychological difficulties. To fill this gap, this study examined whether student anxiety and academic achievement can moderate the association between teaching practices and student self-perceptions. A sample of 424 students and 45 teachers from five elementary schools located in low socioeconomic neighborhoods participated in the study over two consecutive years. Multilevel path analysis revealed that while most students felt competent and related to their teacher in highly structured and warm classrooms, anxious and low-achieving students benefited even more from teachers' structuring practices compared to their non-anxious or higher-achieving peers. Globally, our results partially support the application of the SSMMD for more vulnerable students.

KEMAMPUAN MANAJEMEN KELAS GURU: PENELITIAN TINDAKAN DI SEKOLAH DASAR DENGAN SES RENDAH

This is an action research that aims to identify and improve classroom management skill of six homeroom teachers in a low socio-economic elementary school. Classroom management skill is defined as teacher’s ability to create and maintain a learning environment that conducive to learning. The classroom management skill is measured using an observation-based rating scales and semi-structured interviews. The findings showed that classroom management skills were lacking among the majority of participants because they did not have sufficient knowledge about classroom management and did not understand their class’ needs. After two periods of intervention, the participants’ classroom management skill is improved. It was revealed that individual coaching is more effective than training method in improving classroom management skill. Furthermore, educational background and previous professional experience influenced participants’ classroom management skill. However, participants with the relevant educational background do not automatically master classroom management skill, unless supported with professional experience.

An RCT to Facilitate Implementation of School Practices Known to Increase Physical Activity

Although comprehensive school-based physical activity interventions are efficacious when tested under research conditions, they often require adaptation in order for implementation at scale. This paper reports the effectiveness of an adapted efficacious school-based intervention in improving children's moderate to vigorous physical activity. The impact of strategies to support program implementation was also assessed. A cluster RCT of low socioeconomic elementary schools in New South Wales, Australia. Consenting schools were randomized (25 intervention, 21 control) using a computerized random number function. Follow-up measures were taken at 6 months post-randomization (May-August 2015) by blinded research assistants. The multicomponent school-based intervention, based on an efficacious school-based physical activity program (Supporting Children's Outcomes using Rewards, Exercise and Skills), consisted of four physical activity strategies and seven implementation support strategies. The intervention was adapted for scalability and delivery by a local health service over 6 months. The primary outcome was accelerometer assessed, student mean daily minutes spent in moderate to vigorous physical activity. Physical education lesson quality and other school physical activity practices were also assessed. Participants (n=1,139, 49% male) were third- through sixth-grade students at follow-up (May-August 2015). Valid wear time and analysis of data were provided for 989 (86%) participants (571 intervention, 568 control). At 6-month follow-up, there were no significant effects in overall daily minutes of moderate to vigorous physical activity between groups (1.96 minutes, 95% CI= -3.49, 7.41, p=0.48). However, adjusted difference in mean minutes of overall vigorous physical activity (2.19, 95% CI=0.06, 4.32, p=0.04); mean minutes of school day moderate to vigorous physical activity (2.90, 95% CI=0.06, 5.85, p=0.05); and mean minutes of school day vigorous physical activity (1.81, 95% CI=0.78, 2.83, p≤0.01) were significantly different in favor of the intervention group. Physical education lesson quality and school physical activity practices were significantly different favoring the intervention group (analyzed October 2015-January 2016). The modified intervention was not effective in increasing children's overall daily minutes of moderate to vigorous physical activity, when adapted for implementation at scale. However, the intervention did improve daily minutes of vigorous physical activity and school day moderate to vigorous physical activity, lesson quality, and school physical activity practices. Australian New Zealand Clinical Trials Registry: ACTRN12615000437561.

Role of the Playground Environment and Weight Status on Levels of Physical Activity in Low Socioeconomic Elementary School Students

Recess periods during the school day offer opportunities for children to be active, yet the influence of the playground environment on levels of physical activity (PA) has not been well established.FigurePURPOSE: The purpose of this study was to determine the role of renovated (Learning Landscapes, LL) vs. non-renovated playgrounds on levels of recess PA in elementary school children. The data collected serve as baseline for the Intervention of PhysicaL Activity in Youth (IPLAY) Study. METHODS: We measured height, weight and 5-6 days of free-living PA via wrist-mounted Actical accelerometers in 271 elementary school children. These students were enrolled in schools serving low socioeconomic status families (77% free and reduced lunch) in metropolitan Denver, CO. Overweight status was defined as > 85th percentile BMI-for-age. We summed total accelerometry counts during recess and divided by the total number of recess minutes to quantify the average activity counts per minute of recess. Univariate ANOVA was conducted to determine between-subject effects of weight status, presence of LL and sex on average recess PA. RESULTS: A significant interaction was observed between LL and sex (p=.003), demonstrating that boys with LL are markedly more active than girls with LL compared to their non-LL counterparts. An additional interaction was observed between LL and weight status (p=.019), indicating that normal weight children with LL had even greater levels of PA than overweight children with LL. CONCLUSIONS: These data demonstrate that in LL schools, normal weight girls and all boys have greater levels of recess PA. However, overweight girls are not affected by LL, signifying the need for additional approaches to encourage them to be more active.

Overweight and lifestyle behaviors of low socioeconomic elementary school children in Buenos Aires

BackgroundThere is growing interest in understanding the role that lifestyle behaviors play in relation to children's weight status. The objective of the study was to determine the association between children s BMI and dietary practices and maternal BMI.Methods330 students (168M) aged 8.9 + 2 y from 4 suburban Buenos Aires elementary schools, and their mothers aged 36.2 + 7 y were examined between April and September 2007. Mothers were asked about their children s lifestyle. Data included parental education levels socioeconomic status, mothers and children s BMI, and Tanner stage.ResultsAll families were in the low socio-economic class. 79% of parents had an elementary education or less. 61 (18.5%) of children were obese (OB) (BMI>95%ile per CDC norms), and 53 (16.1%) overweight (OW) (BMI>85<95%ile). 103 (31.2%) of mothers were OB (BMI>30 kg/m2), and102 (30.9%) OW (BMI>25<30). 63% the children were pre-pubertal. 40% had a TV set in their bedroom. 13% of the children skipped breakfast and only 38% watched TV ≤2 hours daily, as recommended. Multiple logistic regression analysis showed a positive association between children s OW/OB and drinking sweetened beverages (OR = 1.24; 95% CI, 1.02–1.52), TV viewing (OR = 1.30; 95% CI,1.05–1.62), and maternal BMI (OR: 1.07; 95% CI,1.02–1.12), and a negative association with eating breakfast (OR = 0.43; 95% CI, 0.19–0.97) adjusted for fruit and vegetables consumption, milk consumption, maternal educational level and socioeconomic class.ConclusionOur results suggest that TV viewing, drinking sweet beverages, skipping breakfast, and maternal BMI are important predictive variables for childhood OW/OB.